| Title: |
Elementary Principal Perceptions of Intraschool-Supported Teacher Peer Observation: No Silver Bullet Needed |
| Language: |
English |
| Authors: |
Kelsey A. Pacer; Carol A. Mullen (ORCID 0000-0002-4732-338X) |
| Source: |
Journal of Research on Leadership Education. 2025 20(4):375-398. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Elementary Education |
| Descriptors: |
Elementary Schools; Principals; Administrator Attitudes; Peer Evaluation; Observation; Faculty Development; Barriers; School Culture; Teacher Collaboration; Reflection; Trust (Psychology); Participative Decision Making |
| DOI: |
10.1177/19427751251341291 |
| ISSN: |
1942-7751 |
| Abstract: |
Our qualitative study focused on how K-5 principals perceived and supported intraschool teacher peer observation practices (POPs). Research questions addressed their perceptions of POPs and strategies used or recommended for supporting them. We interviewed nine school leaders from two divisions in a mid-Atlantic U.S. state. Perception-related findings were: (a) POPs benefited teacher professional development; (b) time, coverage, and negative mindsets posed barriers; and (c) practitioner-generated strategies reflected real-world knowledge. Strategies in use were: (a) building a positive culture; (b) adopting an intentional, people-first approach to development; (c) planning to minimize obstacles; and (d) creating and protecting opportunities for reflection. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1491601 |
| Database: |
ERIC |